Abstract

structured around the key areas of research within the field [teachers' beliefs and knowledge] / begins with the history of development of the research area / followed by an account of the research methodology that has grown up around this topic and a review of empirical inquiries into teacher cognitions, including research on teacher planning, interactive thinking, and postactive reflection / research on teachers' knowledge is reviewed, followed by a short discussion of the implications of research in the field for teacher education, curriculum development, and school improvement / review concludes with a look at possible future directions of research <xh:br xmlns:search="http://marklogic.com/appservices/search" xmlns="http://apa.org/pimain" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xh="http://www.w3.org/1999/xhtml"/> methodology [simulations, commentaries, concept mapping and repertory grid, ethnography and case studies, narratives] / purpose, validity, and reliability (PsycINFO Database Record (c) 2012 APA, all rights reserved)